Journal / Book Title
Identity is often studied as a motivational construct within research on adolescent development and education. However, differential dimensions of identity, as a set of internal values versus external perceptions of social belonging, may relate to motivation in distinct ways. Utilizing a sample of 600 African American and Latino adolescents (43% female; mean age = 13.9), the present study examines whether self-regulated learning (SRL) mediates two distinct dimensions of academic identity (i.e., value and belonging) and mastery orientation. This study also examines whether self-efficacy moderates the mediating role of SRL between identity and mastery. Results show evidence for moderated mediation between SRL and academic self-efficacy. Self-regulated learning played its strongest mediating role between belonging and mastery and for low-efficacy students specifically. Child Development
MSU Digital Commons Citation
Matthews, Jamaal; Banerjee, Meeta; and Lauermann, Fani, "Academic Identity Formation and Motivation among Ethnic Minority Adolescents: The Role of the "Self" Between Internal and External Perceptions of Identity" (2014). Department of Educational Foundations Scholarship and Creative Works. 22.
Matthews, J. S., Banerjee, M., & Lauermann, F. (2014). Academic identity formation and motivation among ethnic minority adolescents: The role of the “self” between internal and external perceptions of identity. Child development, 85(6), 2355-2373.